Organizational Metaphors and Elementary School Structures

Organizational Metaphors: Definitions & Examples

• Organizations as Machines: This metaphor refers to an organization designed to operate mechanically. The organization is considered static, like a closed system. It assumes that the behavior of workers can be matched to the operation of machine components.
• Organizations as Organisms: This metaphor refers to an organization designed to adapt to the environment. Organizations are born, grow, decline, and die in variable or changing environments.
• Organizations as Cultures: This metaphor refers to an organization that emphasizes a particular corporate culture. Ideas, values, norms, rituals, and beliefs are dominant.
• Organizations as Brains: This metaphor refers to fractal organizations based on teamwork and learning.
• Organizations as Political Systems: This metaphor refers to faction-based organizations that manage the interests of various parties.
• Organizations as Psychic Prisons: This metaphor refers to organizations where conflicts arise from ideology and internal constraints, potentially trapping members.
• Organizations as Flux and Transformation: This metaphor refers to organizations embracing change, attractors, and self-organization.
• Organizations as Instruments of Domination: This metaphor refers to organizations designed primarily to serve the interests of directors and owners, potentially at the expense of others.

Elementary School Organizational Characteristics

1. Elementary education is compulsory and free for everyone.
2. The primary education stage comprises three cycles of two academic years each and is organized into areas that will have a global and inclusive character. Ordinarily, it is attended by children between six and twelve years old.
3. The areas of this educational phase are: Knowledge of the Natural, Social, and Cultural Environment; Arts Education; Physical Education; Castilian Language and Literature; Foreign Language; and Mathematics. In the third cycle, a second foreign language may be added.
4. Areas recognized as instrumental for the acquisition of other knowledge are given special consideration.
5. Throughout the entire stage, tutorial action guides the individual and collective learning process of the student body.
6. Attention to diversity will be taken as a fundamental principle.
7. Provide all children with an education that ensures their cognitive and personal development, as well as their well-being.
8. Integrate the different experiences and learning styles of students, adapting to their work rhythms.
9. Primary education helps children develop the skills that enable them to:
   • Know and appreciate the values and rules of coexistence.
   • Develop individual and teamwork habits.
   • Acquire skills for prevention and peaceful conflict resolution.
   • Know, understand, and respect different cultures and differences between people.
   • Know and appropriately use the Castilian language and develop reading habits.
   • Develop emotional capacities in all areas of personality and relationships with others.
   • Develop basic mathematical skills and apply them to daily life.
10. At this stage, the main emphasis will be placed on attention to student diversity, individualized care, prevention of learning difficulties, and the implementation of reinforcement mechanisms as soon as these difficulties are detected.
11. Reading comprehension, oral and written expression, audiovisual communication, information and communication technologies, and education in values will be worked on in all areas.
12. To promote the habit of reading, dedicated time will be allocated daily.